Abstract
This study designed an interdisciplinary energy education course that enables students to learn about wind power topics by following the predict-observe-explain (POE) model. Two rounds of action research involving eighth-grade students from a junior high school in Taiwan were conducted. The objective of this study was to determine the effectiveness of the inquiry-based model in an interdisciplinary energy education course and provide the observations as a reference for implementing fundamental education in energy-related domains. Pretest and posttest questionnaire responses were analyzed using the paired-sample t-test, and we discovered that (1) the POE inquiry-based model promoted independent and deep thinking and facilitated the acquisition of interdisciplinary energy knowledge; (2) the POE inquiry-based process boosted the students' self-confidence, gave them a sense of achievement, and prolonged their learning interest; and (3) the provision of simple steps and guidelines enabled the students to develop inquiry plans independently through practice and teamwork and without being limited by the scope of a given academic discipline. We also discovered that, through practice, the students could produce excellent detailed records within a limited time frame, even including students who were inattentive in class.